GCSE Engineering
GCSE, AS and A level Design and
Technology
Consultation on Conditions and guidance

December 2015
Ofqual/15/5816
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Contents
1. Introduction .............................................................................................................4
Scope of this consultation ..........................................................................................5
How to respond to this consultation............................................................................7
2. Regulating GCSE engineering and GCSE, AS and A level design and technology 8
Compliance with subject content and assessment objectives ....................................8
Rules and guidance for exam assessment............................................................... 10
Non-exam assessment............................................................................................. 16
3. Proposed Conditions, requirements and guidance for GCSE engineering............ 25
Proposed Conditions and requirements ................................................................... 25
Proposed guidance .................................................................................................. 31
Questions on proposed Conditions, requirements and guidance for GCSE
engineering .............................................................................................................. 36
4. Proposed Conditions, requirements and guidance for GCSE design and
technology ................................................................................................................... 37
Proposed Conditions and requirements ................................................................... 37
Proposed guidance .................................................................................................. 42
Questions on proposed Conditions, requirements and guidance for GCSE design
and technology ......................................................................................................... 49
5. Proposed Conditions, requirements and guidance for AS and A level design and
technology ................................................................................................................... 50
Proposed Conditions and requirements ................................................................... 50
Proposed guidance .................................................................................................. 56
Questions on proposed Conditions, requirements and guidance for AS and A level
design and technology ............................................................................................. 63
6. Equality impact analysis ........................................................................................ 64
Ofqual’s role, objectives and duties .......................................................................... 64
Equality impact analysis relating to proposed changes to GCSE engineering and
GCSE, AS and A level design and technology ......................................................... 64
Appendix A: Regulatory tools ...................................................................................... 66
Comparability and innovation ................................................................................... 66
Conditions of Recognition ........................................................................................ 66
Regulatory documents ............................................................................................. 67
Statutory guidance ................................................................................................... 67
Ofqual 2015
2
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Appendix B: Ofqual’s role, objectives and duties ......................................................... 69
Responding to the consultation ................................................................................... 72
Your details .............................................................................................................. 72
Questions ................................................................................................................. 76
Accessibility of our consultations .............................................................................. 88
Ofqual 2015
3
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Introduction
1.
1.1 As most readers will know, changes are being made to GCSEs, AS and A levels
taken by students in England. New GCSE qualifications in engineering, and new
GCSE, AS and A level qualifications in design and technology will be taught in
schools from September 2017.
1.2 The Department for Education (DfE) published the subject content1 for GCSE
design and technology in November 2015.
1.3 At the same time, and following our own consultation on assessment
arrangements, we confirmed2 that new GCSEs in design and technology:

will not be tiered; and

will allocate 50 per cent of total marks to exams, and 50 per cent to nonexam assessment.
1.4 We also confirmed the assessment objectives for new GCSEs in design and
technology.
1.5 In December 2015 the DfE published the subject content for GCSE engineering,3
and for AS and A level design and technology.4
1.6 At the same time, and following a separate consultation on assessment
arrangements, we confirmed5 that:

new GCSEs in engineering will not be tiered;

new GCSEs in engineering will allocate 60 per cent of total marks to exams,
and 40 per cent to non-exam assessment; and

new AS and A levels in design and technology will allocate 50 per cent of
total marks to exams, and 50 per cent to non-exam assessment.
1.7 We also confirmed the assessment objectives for new GCSEs in engineering,
and for new AS and A levels in design and technology.
1
www.gov.uk/government/publications/gcse-design-and-technology
www.gov.uk/government/consultations/gcse-reform-regulations-for-design-and-technology
3 www.gov.uk/government/publications/gcse-engineering
4 www.gov.uk/government/publications/gce-as-and-a-level-design-and-technology
5 www.gov.uk/government/consultations/development-of-new-gcses-and-a-levels-for-teaching-from2017
2
Ofqual 2015
4
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Scope of this consultation
General Conditions and guidance
Rules and guidance for all awarding organisations and all
qualifications
GCE Qualification
Level Conditions
and guidance
Rules and guidance
for all new AS and A
levels
GCE Subject Level
Conditions and
guidance
Rules and guidance
for new AS and A
levels in design and
technology
GCSE Qualification
Level Conditions
and guidance
Rules and guidance
for all new GCSEs
GCSE Subject Level
Conditions and
guidance
Rules and guidance
for new GCSEs in
design and
technology
This
consultation
GCSE Subject Level
Conditions and
guidance
Rules and guidance
for new GCSEs in
engineering
1.8 This consultation builds on our – and the DfE’s – earlier decisions. It seeks views
on the subject-specific rules and guidance we should put in place for GCSE
engineering, GCSE design and technology, and for AS and A level design and
technology.
1.9 As explained in Appendix A, and illustrated in the figure above, these new rules
and guidance will sit alongside our existing rules and guidance for:

all qualifications,6
6
www.gov.uk/guidance/awarding-organisations-understanding-our-regulatoryrequirements#requirements-for-all-awarding-organisations-and-all-regulated-qualifications
Ofqual 2015
5
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance

all new GCSE qualifications;7 and

all new AS and A level qualifications.8
1.10 This document sets out, and seeks views on:

our proposed approach to regulating new GCSEs in engineering, and new
GCSEs, AS and A levels in design and technology; and

the subject-specific Conditions, requirements and guidance we propose to
introduce to implement that approach.
7
www.gov.uk/government/collections/gcses-9-to-1-requirements-and-guidance
www.gov.uk/government/collections/new-a-level-and-as-level-qualifications-requirements-andguidance
8
Ofqual 2015
6
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
How to respond to this consultation
The closing date for responses is 20 January 2016.
Please respond to this consultation in one of three ways:

Complete the online response at www.surveygizmo.com/s3/2496122/GCSEAS-and-A-level-reform-regulations-for-engineering-and-design-and-technology;

Complete the consultation questions at the end of this document and email
your response to [email protected]. Please include the consultation
title (Engineering and Design and Technology Consultation 2015) in the subject
line of the email and make clear who you are and in what capacity you are
responding; or

Post your response to: Engineering and Design and Technology Consultation
2015, Ofqual, Spring Place, Coventry Business Park, Herald Avenue,
Coventry, CV5 6UB, making clear who you are and in what capacity you are
responding.
Evaluating the responses
To evaluate responses properly, we need to know who is responding to the
consultation and in what capacity. We will therefore only consider your response if
you complete the information page.
Any personal data (such as your name, address and any other identifying
information) will be processed in accordance with the Data Protection Act 1998 and
our standard terms and conditions.
We will publish our evaluation of responses. Please note that we may publish all or
part of your response unless you tell us (in your answer to the confidentiality
question) that you want us to treat your response as confidential. If you tell us you
wish your response to be treated as confidential, we will not include your details in
any published list of respondents, although we may quote from your response
anonymously.
Please respond by 20 January 2016.
Ofqual 2015
7
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Regulating GCSE engineering and GCSE, AS and
A level design and technology
2.
Compliance with subject content and assessment objectives
2.1 As we explained in paragraphs 1.2 and 1.5 above, the DfE has published the
subject content for new GCSEs in engineering and design and technology, and
for AS and A levels in design and technology.
2.2 One of the ways we ensure new GCSEs, AS and A levels are comparable is by
requiring them to be in line with the relevant subject content and our assessment
objectives.
2.3 The approach we have taken in every other new GCSE, AS and A level
qualification is to introduce subject-specific Conditions which:

require exam boards to comply with the requirements of the subject content
(and have regard to any guidance that we publish in relation to the subject
content); and

require exam boards to comply with our assessment objectives (and have
regard to our guidance on those assessment objectives).
2.4 In all other subjects this Condition includes a provision which requires exam
boards to interpret the subject content in line with any rules we set and to have
regard to any guidance we publish. Although we do not always specify how the
subject content should be interpreted, we think it is important for us to be able to
do so when there is a good reason for that (for example, if a different
interpretation could compromise qualification standards or comparability). As set
out below, we are consulting on requirements for interpreting the subject content
in GCSE engineering.
2.5 We see no reason to take a different approach for either engineering or design
and technology. We are therefore proposing that – for each of GCSE design and
technology, GCSE engineering and AS and A level design and technology – we
should introduce a Condition which requires exam boards to:

comply with the requirements (and have regard to any guidance) set out in
the subject content;

comply with any requirements (and have regard to any guidance) we
publish on interpreting the subject content; and

comply with our assessment objectives (and have regard to our guidance
on those assessment objectives).
Ofqual 2015
8
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Question 1: To what extent do you agree or disagree that – for each of
GCSE design and technology, GCSE engineering and AS and A level
design and technology – we should introduce a Condition which requires
exam boards to comply with the relevant subject content and assessment
objectives?
Interpreting the subject content
2.6 The subject content for GCSE engineering includes a list of equations which
students taking GCSE engineering must be able to “know and apply”.
2.7 Our view is that the best way to assess students’ knowledge of, and ability to
apply, equations is through of a mix of three different types of questions:

questions which require students to recall specific equations;

questions which require students to recall specific equations, then apply
them to a context or scenario; or

questions which require students to apply equations given in the question to
a more complex context or scenario.
2.8 The subject content could be interpreted as permitting only the second type of
question (recalling equations, then applying them to a simple context). This
interpretation would limit how much exam boards could test students’ knowledge
of equations in any given year, and their ability to set questions which require
more sophisticated application of equations.
2.9 We do not think it is appropriate (or desirable) for the subject content to be
interpreted in this way. We are therefore proposing to introduce rules which
require this part of the subject content to be interpreted as permitting all three of
the different question types we set out above.
Question 2: To what extent do you agree or disagree with our proposed
approach to interpreting the subject content requirements for equations
in GCSE engineering?
2.10 We are not proposing to introduce any requirements or guidance for interpreting
the subject content for either GCSE design and technology, or AS and A level
design and technology. This is because we do not believe there is currently a
need for any such requirements or guidance.
Ofqual 2015
9
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Guidance on assessment objectives
2.11 For all other new GCSE, AS and A level qualifications, we have published
guidance which explains how exam boards should interpret our assessment
objectives. This is designed to ensure exam boards have a common
understanding of – and take a consistent approach to targeting – the different
assessment objectives.
2.12 We are proposing we should introduce similar guidance for each of GCSE design
and technology, GCSE engineering and AS and A level design and technology.
Question 3: To what extent do you agree or disagree that – for each of
GCSE design and technology, GCSE engineering and AS and A level
design and technology – we should introduce guidance which clarifies
how exam boards should interpret our assessment objectives?
Rules and guidance for exam assessment
2.13 In a number of other new GCSE, AS and A level subjects, we have specified
rules which cover how specific areas of the subject content should be assessed.
We normally do this where we think it is important to ensure exam boards take a
consistent and comparable approach to assessing an area of content (in terms of
the weighting assigned to that content area and/or the types of question used to
target it).
2.14 For example, the subject content for a number of the new GCSEs, AS and A
levels which have been developed for first teaching from September 2015 and
September 2016 include mathematical skills that students should be able to
demonstrate.
2.15 In these subjects, either we or the DfE have set minimum proportions of exam
marks which must be allocated to these content areas, and we have specified
further rules around how they should be assessed.
2.16 Similarly, the subject content for:

GCSE engineering includes specified mathematical skills;

GCSE design and technology includes both mathematical and scientific
skills; and

AS and A level design and technology includes both mathematical and
scientific skills.
2.17 We think this means we need to take a similar approach to regulating exam
assessments in engineering and design and technology as we have in other
Ofqual 2015
10
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
subjects. So we are proposing to introduce rules which require exam boards to
take a consistent approach to assessing mathematical skills in GCSE
engineering, and mathematical and scientific skills in GCSE, AS and A level
design and technology.
2.18 These rules will also ensure consistency across the suite of engineering and
design and technology qualifications. This is particularly important because
students who want to progress from GCSE design and technology or GCSE
engineering can both move on to take AS or A level design and technology.
Question 4: To what extent do you agree or disagree that we should
introduce rules for exam assessment to ensure exam boards take a
consistent approach to assessing mathematical skills in GCSE
engineering?
Question 5: To what extent do you agree or disagree that we should
introduce rules for exam assessment to ensure exam boards take a
consistent approach to assessing mathematical and scientific skills in
GCSE, AS and A level design and technology?
Assessing mathematical skills in GCSE engineering
2.19 The subject content requirements for GCSE engineering include an appendix
which specifies the mathematical skills that students taking GCSE engineering
should be able to use and apply.
2.20 When the DfE consulted on the subject content for GCSE engineering, it included
a requirement (in each subject) that at least 15 per cent of marks should be
allocated to assessment of mathematical skills. Respondents to the DfE’s
consultation supported this requirement, which reflects the importance of
mathematical skills within engineering. Since this requirement relates to how
GCSE engineering should be assessed, we have agreed with the DfE that it
should form part of our rules on assessment, rather than the subject content. It is
therefore included within our draft assessment requirements set out below.
2.21 As well as setting a consistent weighting for mathematical skills, we also want to
make sure that all exam boards assess students’ mathematical skills in a way
which is consistent, and which reliably differentiates between candidates with
different abilities.
2.22 Our experience with controlled assessments in legacy (graded A* to G) GCSEs
suggests that non-exam assessment is not well-suited to assessing
mathematical skills. Non-exam assessments which test mathematical skills tend
to result in mark distributions which are heavily skewed towards the higher end of
Ofqual 2015
11
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
the possible range. In turn, this makes it difficult for exam boards to distinguish
between students with different abilities and to set standards, reducing
confidence in the level at which grades have been awarded.
2.23 Consequently, our view is that mathematical skills are most effectively assessed
through written exams. We are therefore proposing that – for GCSE engineering
– mathematical skills should be assessed primarily through the written exams.
2.24 Our proposal means that exam boards will need to allocate at least 15 per cent of
total marks to assessing mathematical skills within the written exams. This is
equivalent to 25 per cent of the marks for the written exams. Exam boards will be
able to test (and reward) students’ use of mathematical skills within the nonexam assessment, but this will not count towards the 15 per cent minimum.
2.25 We also want to make sure that exams for GCSE engineering assess
mathematical skills in a way which is appropriate to the subject. In particular, we
want to make sure that:

mathematical skills are assessed at a comparable level of demand across
exam boards;

mathematical skills are assessed in the context of other areas of the subject
content (and not in isolation); and

students across the ability range have opportunities to access marks for
mathematical skills (and these marks are not simply targeted at higher or
lower ability candidates).
2.26 To do this, we are proposing to set rules which require exam boards to ensure
their exams:

assess mathematical skills in the context of other areas of the subject
content, and not in isolation;

allocate at least 15 per cent of the marks for the qualification to rewarding
use of mathematical skills at a level of demand which is at least equivalent
to Key Stage 3; and

assess mathematical skills across a range of levels of demand which
supports effective differentiation between candidates.
Question 6: To what extent do you agree or disagree with our proposed
approach to assessing mathematical skills (including our approach to the
15 per cent minimum weighting) for GCSE engineering?
Ofqual 2015
12
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Assessing mathematical skills in GCSE design and technology
2.27 The subject content requirements for GCSE design and technology include an
appendix which:

specifies the mathematical knowledge, skills and understanding that
students should be able to use and apply; and

provides examples of their application in design and technology contexts.
2.28 Neither we nor the DfE have previously consulted on specifying a minimum
weighting for mathematical knowledge, skills and understanding within GCSE
design and technology. On reflection, however, we think we need to.
Mathematical knowledge, skills and understanding are a key part of design and
technology. Assessments need to reflect this, and mathematical knowledge,
skills and understanding need to be given a sufficient weighting to ensure that
they can make a meaningful contribution to students’ overall grade.
2.29 At the same time, our view is that – when compared to GCSE engineering – the
subject content for GCSE design and technology has slightly less mathematical
content. Consequently, we believe that the most appropriate approach is to set a
minimum weighting of 10 per cent for mathematical knowledge, skills and
understanding in GCSE design and technology.
2.30 As with GCSE engineering, our view is that mathematical skills in GCSE design
and technology would be most effectively assessed through written exams. For
all the reasons outlined in paragraph 2.22 above, we are not satisfied that nonexam assessment provides a reliable way of assessing mathematical skills.
Consequently, we are proposing that mathematical skills in GCSE design and
technology should be assessed primarily through the written exams.
2.31 The consequence of this proposal is that exam boards would need to allocate at
least 10 per cent of total marks (equivalent to 20 per cent of the marks for the
written exams) to assessing mathematical skills within the written exams. Exam
boards will be able to test (and reward) students’ use of mathematical skills
within the non-exam assessment, but this will not count towards the 10 per cent
minimum.
2.32 We also want exam boards to assess mathematical skills in a way which is
appropriate to the subject. So, in line with the approach we have proposed for
GCSE engineering, we are proposing to set rules which require exam boards to
ensure their exams:

assess mathematical skills in the context of other areas of the subject
content, and not in isolation;
Ofqual 2015
13
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance

allocate at least 10 per cent of the marks for the qualification to rewarding
use of mathematical skills at a level of demand which is at least equivalent
to Key Stage 3; and

assess mathematical skills across a range of levels of demand which
supports effective differentiation between candidates.
Question 7: To what extent do you agree or disagree with our proposed
approach to assessing mathematical skills (including the proposed 10
per cent minimum weighting) for GCSE design and technology?
Assessing mathematical skills in AS and A level design and technology
2.33 The subject content for AS and A level design and technology is designed around
a number of different endorsed routes which focus on different areas of design
and technology:

design and technology (product design);

design and technology (fashion and textiles);

design and technology (design engineering).
2.34 It includes core content (common to all routes), and additional technical
knowledge for each of the endorsed routes.
2.35 The subject content also includes an appendix which:

specifies the mathematical knowledge, skills and understanding that
students should be able to use and apply; and

for each of the different endorsed routes, provides examples of their
application in design and technology contexts.
2.36 Neither we nor the DfE have previously consulted on specifying a minimum
weighting for mathematical knowledge, skills and understanding within AS and A
level design and technology. As at GCSE, however, we think mathematical
knowledge, skills and understanding are a key part of design and technology,
which need to be reflected both in assessments, and in students’ overall grades.
2.37 Both the depth and breadth of mathematical knowledge, skills and understanding
required depend on the endorsed route students are following. The engineering
route includes significantly more mathematics than the other optional routes, both
in terms of the number of topic areas which use mathematical skills, and –
particularly at A level – the skills themselves.
Ofqual 2015
14
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
2.38 So we are proposing to specify minimum weightings (15 per cent for the ‘design
engineering’ endorsed route, and 10 per cent for all other endorsed routes) for
mathematical knowledge, skills and understanding for AS and A level design and
technology. This aligns with the equivalent percentages for GCSE engineering
and GCSE design and technology.
2.39 In line with both GCSE engineering and GCSE design and technology, our view
is that mathematical skills in AS and A level design and technology would be
most effectively assessed through written exams. For all the reasons outlined in
paragraph 2.22 above, we are not satisfied that non-exam assessment provides
a reliable way of assessing mathematical skills. Consequently, we are proposing
that mathematical skills in AS and A level design and technology should be
assessed primarily through the written exams.
2.40 The consequence of this proposal is that exam boards would need to allocate:

for the ‘design engineering’ endorsed route, at least 15 per cent of total
marks (equivalent to 30 per cent of the marks for the written exams) to
assessing mathematical skills within the written exams;

for all other endorsed routes, at least 10 per cent of total marks (equivalent
to 20 per cent of the marks for the written exams) to assessing
mathematical skills within the written exams.
2.41 Exam boards will be able to test (and reward) students’ use of mathematical skills
within the non-exam assessment, but this will not count towards the minimum
percentages.
2.42 We also want exam boards to assess mathematical skills in a way which is
appropriate to the subject. Our approach here is the same as that proposed for
both GCSE engineering and GCSE design and technology, but with a higher
level of demand.
2.43 For AS and A level design and technology, we are proposing to set rules which
require exam boards to ensure their exams:

assess mathematical skills in the context of other areas of the subject
content, and not in isolation;

for the ‘design engineering’ endorsed route, allocate at least 15 per cent of
the marks for the qualification to rewarding use of mathematical skills at a
level of demand which is at least equivalent to the higher tier of GCSE
mathematics;
Ofqual 2015
15
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance

for all other endorsed routes, allocate at least 10 per cent of the marks for
the qualification to rewarding use of mathematical skills at a level of
demand which is at least equivalent to the higher tier of GCSE
mathematics; and

assess mathematical skills across a range of levels of demand which
supports effective differentiation between candidates.
Question 8: To what extent do you agree or disagree with our proposed
approach to assessing mathematical skills (including the proposed
minimum weightings) for AS and A level design and technology?
Assessing scientific knowledge, skills and understanding in GCSE, AS and A
level design and technology
2.44 The subject content requirements for both GCSE and AS and A level design and
technology include an appendix which provides examples of the application of
scientific knowledge, skills and understanding in design and technology contexts.
2.45 Unlike the equivalent requirements for mathematical skills – the specified
scientific knowledge, skills and understanding simply reflect the way in which
other aspects of the subject content draw on underpinning scientific knowledge,
skills and understanding. They are not additional requirements which students
must be able to demonstrate.
2.46 As a result, we do not think it is appropriate to set a minimum weighting for
scientific knowledge, skills and understanding. Instead, we are proposing that –
for GCSE, AS and A level design and technology – exam boards must explain
and justify in their assessment strategies how they have addressed the
requirements for scientific knowledge, skills and understanding in both the
qualification specification and the assessments.
Question 9: To what extent do you agree or disagree with our proposed
approach to assessing scientific knowledge, skills and understanding in
GCSE, AS and A level design and technology?
Non-exam assessment
2.47 As we have explained in previous consultations,9 it is generally more difficult to
ensure reliability in non-exam assessments. As a result, we have only permitted
9
See, for example,
http://webarchive.nationalarchives.gov.uk/20141031163546/http://comment.ofqual.gov.uk/gcse-reformjune-2013/
Ofqual 2015
16
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
non-exam assessment in subjects where the part of the subject content cannot
be validly assessed through an exam.
2.48 Because it is difficult to ensure reliability in non-exam assessments, we aim to
ensure that exam boards take as consistent an approach as possible to nonexam assessment. This includes – where appropriate – specifying:

what should be assessed (for example, the relevant parts of the subject
content and/or assessment objectives); and

how that should be assessed (for example, the tasks students should carry
out, and how those tasks should be set and marked).
2.49 In each of GCSE engineering, GCSE design and technology, and AS and A level
design and technology, we have identified significant elements of the subject
content which cannot be validly assessed by an exam. That is why we have
previously decided that GCSE engineering should have 40 per cent non-exam
assessment, and GCSE, AS and A level design and technology should have 50
per cent non-exam assessment.
2.50 To implement these decisions, we are proposing to introduce a subject-specific
Condition in each of GCSE engineering, GCSE design and technology, and AS
and A level design and technology. This Condition will permit non-exam
assessment, specify the appropriate proportion of exam- and non-exam
assessment, and allow us to set more detailed rules and guidance on non-exam
assessment.
Question 10: To what extent do you agree or disagree that – for each of
GCSE design and technology, GCSE engineering and AS and A level
design and technology – we should introduce a Condition which permits
non-exam assessment, specifies the proportion of exam- and non-exam
assessment, and allows us to set more detailed rules and guidance on
non-exam assessment?
2.51 In line with our overall approach to non-exam assessment, we are also proposing
to set more detailed rules for non-exam assessment in each subject; we discuss
these separately below.
Non-exam assessment tasks in GCSE engineering
2.52 The subject content states that:
Specifications must require students to draw upon their knowledge and
understanding of engineering in order to apply key practical skills to create
Ofqual 2015
17
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
engineering solutions to a given problem. They will be required to produce
an engineered product from a given brief.
2.53 The subject content goes on to list a range of practical engineering skills which
students will need to apply when producing the engineered product.
2.54 It is this part of the subject content which sets out the knowledge, skills and
understanding which cannot be assessed through non-exam assessment, and
our proposed approach to regulating the non-exam assessment is derived from
the subject content.
2.55 The practical engineering skills specified in the subject content fall into two broad
categories:

the majority of skills relate to the production of the engineered product (such
as producing engineering drawings, selecting materials, and using tools,
equipment and processes) – which would most naturally be assessed under
assessment objective AO2; and

the remaining skills relate to the analysis, evaluation and appraisal of
students’ work (such as performing calculations to predict performance and
designing tests of the finished product) – which would most naturally be
assessed under assessment objective AO3.
2.56 We think it is important that the marks awarded for non-exam assessment reflect
both these categories of skills, and that both are given the appropriate emphasis
within the non-exam assessment. To ensure this happens consistently, both
between different exam boards and over time, we believe we should specify the
how the marks for non-exam assessment should be allocated between the
assessment objectives.
2.57 So, we are proposing that 75 per cent of the non-exam assessment marks
(equivalent to 30 per cent of total marks) should be allocated to AO2, with the
remaining non-exam assessment marks (10 per cent of total marks) allocated to
AO3.
Question 11: To what extent do you agree or disagree with our proposed
approach to allocating non-exam assessment marks to assessment
objectives in GCSE engineering?
2.58 In line with the requirements of the subject content, we are proposing that there
should be a single non-exam assessment task, in which students are required to
produce an engineered product based on a brief.
Ofqual 2015
18
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
2.59 Because the non-exam assessment focuses on students’ ability to follow a set
brief, it is important that all students work from briefs that are comparably
challenging (including in terms of the amount of time they would typically take to
complete), and offer students comparable opportunities to demonstrate the
required knowledge, skills and understanding. We think that the best way to
achieve this is through briefs set by the exam boards, as this offers a greater
degree of control over (and therefore consistency between) the tasks students
undertake than the alternative approach of briefs set by teachers within schools.
2.60 We are therefore proposing that – for GCSE engineering – the briefs for the nonexam assessment should:

be set by the exam board;

be designed to allow students to demonstrate the practical engineering
skills specified in the subject content;

be designed to be completed in approximately 30 hours; and

be designed in a way which facilitates comparability of non-exam
assessments (including over time), and which minimises predictability of the
products students must produce.
2.61 We have deliberately chosen not to specify how many different briefs an exam
board should offer every year. This is because we think the optimum number of
briefs depends on the particular approach an exam board takes to non-exam
assessment, and we do not want to close off legitimate alternative approaches to
the non-exam assessment.
Question 12: To what extent do you agree or disagree with our proposed
approach to setting the brief(s) for non-exam assessment in GCSE
engineering?
2.62 Finally, we think we need to specify a release date for the brief(s). If the brief(s)
are available throughout the course of study, then this could encourage an
excessive (or even exclusive) focus on practical work for the non-exam
assessment task. This would undermine the curriculum intention that students
should undertake a broad range of practical work.
2.63 We are therefore proposing that briefs should be released no earlier than the 1
June in the year before the qualification is to be awarded. For a student in
England taking exams at the end of year 11, this would mean that the briefs
could not be available before June in year 10. We think this addresses the
concerns about an undue focus on the non-exam assessment task, while still
Ofqual 2015
19
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
giving students and schools sufficient time to prepare for (and complete) the nonexam assessment.
Question 13: To what extent do you agree or disagree with our proposal
that the briefs for non-exam assessment in GCSE engineering should be
released no earlier than 1 June in the year before the qualification is to be
awarded?
Non-exam assessment tasks in GCSE design and technology
2.64 As with GCSE engineering, the subject content for GCSE design and technology
identifies practical skills which students will need to demonstrate, but the nature
and breadth of skills required differs between the two subjects.
2.65 The subject content for design and technology identifies skills which fall into three
broad categories, which we have (intentionally) reflected in our assessment
objectives:

skills related to identifying and generating design possibilities (which align
with assessment objective AO1);

skills related to designing and making (which align with assessment
objective AO2); and

skills related to analysis and evaluation (which align with assessment
objective AO3).
2.66 As with engineering, we are proposing that the marks awarded for non-exam
assessment should reflect these categories of skills, and that each should be
given the appropriate emphasis within the non-exam assessment. To ensure this
happens consistently, both between different exam boards and over time, we are
proposing that the marks for non-exam assessment should be divided between
the assessment objectives as follows:

10 per cent for assessment objective AO1;

30 per cent for assessment objective AO2; and

10 per cent for assessment objective AO3 (which must include all marks
allocated for analysis and evaluation of students’ own work).
2.67 Our view is that it is particularly important to be clear that analysis and evaluation
of students’ own work should form part of the non-exam assessment, because it
is very difficult to validly assess this in an exam.
Ofqual 2015
20
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Question 14: To what extent do you agree or disagree with our proposed
approach to allocating non-exam assessment marks to assessment
objectives in GCSE design and technology?
2.68 In line with the requirements of the subject content, the non-exam assessment
task in GCSE design and technology will require students to develop a design
brief based on a contextual challenge set by the awarding organisation.
2.69 The nature of the contextual challenges means that it is not appropriate for us to
specify in detail how exam boards should set them. However, we do think we
need to specify a release date for them.
2.70 As with GCSE engineering, we think that making the contextual challenge(s)
available throughout the course of study could encourage an excessive (or even
exclusive) focus on practical work for the non-exam assessment task. This would
undermine the curriculum intention that students should undertake a broad range
of practical work.
2.71 We are therefore proposing that the contextual challenges should be released no
earlier than the 1 June in the year before the qualification is to be awarded. For a
student in England taking exams at the end of year 11, this would mean that the
briefs could not be available before June in year 10. We think this addresses the
concerns about an undue focus on the non-exam assessment task, while still
giving students and schools sufficient time to prepare for (and complete) the nonexam assessment.
Question 15: To what extent do you agree or disagree with our proposal
that the contextual challenges for non-exam assessment in GCSE design
and technology should be released no earlier than 1 June in the year
before the qualification is to be awarded?
Non-exam assessment tasks in AS and A level design and technology
2.72 The practical skills which students need to demonstrate in AS and A level design
and technology are broadly similar to those at GCSE. However, there is greater
emphasis on analysis and evaluation at AS and A level, and the different
endorsed routes through the qualification may place different emphasis on
design and production skills. Our assessment objective weightings recognise
this, and allow some variation in the weightings for assessment objectives AO1,
AO2 and AO3.
2.73 We are proposing to reflect this difference in the rules we set for AS and A level
design and technology, by requiring non-exam assessments to:
Ofqual 2015
21
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance

include all the marks for assessment objective AO1 (10 to 15 per cent of
total marks);

include all the marks for assessment objective AO2 (20 to 25 per cent of
total marks); and

allocate the remaining marks (10 to 20 per cent of total marks) to
assessment objective AO3 (which must include all marks allocated for
analysis and evaluation of students’ own work).
2.74 As with GCSE, our view is that it is particularly important to be clear that analysis
and evaluation of students’ own work should form part of the non-exam
assessment, because it is very difficult to validly assess this in an exam.
Question 16: To what extent do you agree or disagree with our proposed
approach to allocating non-exam assessment marks to assessment
objectives in AS and A level design and technology?
Authenticating and marking non-exam assessment in GCSE engineering, and
GCSE, AS and A level design and technology
2.75 Whenever non-exam assessment is used, it creates particular challenges for
exam boards around authentication and marking of students’ work.
2.76 The challenges around authentication arise because non-exam assessment
takes place over an extended period of time, which makes it harder for teachers
to be sure that students have not received help with their work.
2.77 It is exam boards’ responsibility to ensure they put in place appropriate
arrangements which enable them to authenticate students’ work. This is required
by our General Conditions of Recognition, but we have also put in place specific
rules in a number of other subjects which require non-exam assessment to take
place under conditions set by the exam board which ensure that students’ work
can be authenticated.
2.78 We are proposing to put in place a similar rule in GCSE engineering and GCSE,
AS and A level design and technology. However, we also think we need to put in
place further rules about authenticating students’ work on their product or
prototype.
2.79 We think that the only way teachers can authenticate a student’s product or
prototype is if they have been able to observe the student making it. So – for
GCSE engineering and GCSE, AS and A level design and technology – we are
proposing to put in place a rule which requires students to produce their product
or prototype while under supervision.
Ofqual 2015
22
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
2.80 To do this, we are proposing to make use of the defined term ‘Immediate
Guidance or Supervision’ from our General Conditions of Recognition. This
would permit teachers to supervise students’ work remotely (for example using
video chat) as well as directly, but we think that this is acceptable for
authentication purposes. Of course, there may be other reasons (for example in
relation to health and safety) why exam boards or schools might choose not to
allow remote supervision.
Question 17: To what extent do you agree or disagree with our proposed
approach to authenticating non-exam assessment in GCSE engineering
and GCSE, AS and A level design and technology?
2.81 There are two main challenges around marking non-exam assessment in
engineering and design and technology.
2.82 The first challenge is the need to ensure that there is sufficient evidence to judge
whether (and how well) students have demonstrated the required knowledge,
skills and understanding.
2.83 While some of the knowledge, skills and understanding specified in the subject
content can be assessed directly (or at least inferred) from the finished product or
prototype, others (for example, skills related to the production process in
engineering, or the design process in design and technology) cannot.
2.84 We are therefore proposing to set rules which ensure that non-exam assessment
tasks require students to produce:

a design brief (GCSE and AS design and technology only)

a final product/prototype; and

whatever additional evidence is needed to assess how well the student has
met the assessment criteria for the non-exam assessment.
2.85 We have deliberately chosen not to specify the form which this additional
evidence must take. This is because we want to give exam boards freedom to
innovate, and develop approaches which suit their approach to assessment and
meet the needs of schools. We are particularly keen to encourage exam boards
to consider alternatives to the traditional portfolio-based approach to
assessment, which both schools and exam boards have told us has become
increasingly burdensome over time.
2.86 The second challenge is largely a logistical one. Marking non-exam assessment
in both engineering and design and technology necessarily involves appraising
the object the student has produced. The physical size (and, particularly in the
Ofqual 2015
23
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
case of design and technology, the diversity) of objects that students can
produce means that it is difficult for exam boards to mark non-exam assessment
themselves. That said, we would not want to prevent an exam board from
marking non-exam assessments itself if it found a way to overcome the logistical
difficulties. This is because exam board marking can be more reliable than
teacher marking.
2.87 As a result, we are proposing to allow non-exam assessment in both engineering
and design and technology to be marked by teachers within schools (and
moderated by exam boards), by the exam boards themselves, or by a
combination of the two.
2.88 All of these different approaches to marking non-exam assessment have their
strengths and weaknesses. Whichever approach an exam board chooses to
take, our General Conditions of Recognition require it to identify the risks
associated with that approach, and to mitigate those risks. We are therefore
proposing that exam boards must set out in their assessment strategies how they
have managed the particular risks that their approach to non-exam assessment
entails.
Question 18: To what extent do you agree or disagree with our proposed
approach to marking of non-exam assessment in GCSE engineering, and
GCSE, AS and A level design and technology?
Ofqual 2015
24
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Proposed Conditions, requirements and
guidance for GCSE engineering
3.
3.1 As set out above, we are proposing to introduce subject-specific Conditions,
requirements and guidance to implement the proposals in this consultation. We
set out our proposed Conditions, requirements and guidance for GCSE
engineering below.
Proposed Conditions and requirements
3.2 We are proposing to introduce the following Conditions and requirements which
will apply to all new GCSE qualifications in engineering:
10

a Condition covering compliance with subject content and assessment
objectives;

a further Condition which permits non-exam assessment, specifies the
percentage of exam- and non-exam assessment, and allow us to set more
detailed rules and guidance for both exam- and non-exam assessment;

requirements for interpreting the subject content which cover assessment of
equations;

our assessment objectives; and

requirements for assessments which cover assessment of mathematical
skills in exams and non-exam assessment.
Condition
GCSE(Engineering)1
Compliance with content requirements
GCSE(Engineering)1.1
In respect of each GCSE Qualification in Engineering
which it makes available, or proposes to make
available, an awarding organisation must –
(a) comply with the requirements relating to that
qualification set out in the document published by
the Secretary of State entitled ‘Engineering GCSE
subject content’,10 document reference DFE00196-2015,
www.gov.uk/government/publications/gcse-engineering
Ofqual 2015
25
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
GCSE(Engineering)1.2
Condition
GCSE(Engineering)2
(b) have regard to any recommendations or
guidelines relating to that qualification set out in
that document, and
(c) interpret that document in accordance with any
requirements, and having regard to any guidance,
which may be published by Ofqual and revised
from time to time.
In respect of each GCSE Qualification in Engineering
which it makes available, or proposes to make
available, an awarding organisation must comply with
any requirements, and have regard to any guidance,
relating to the objectives to be met by any assessment
for that qualification which may be published by Ofqual
and revised from time to time.
Assessment
GCSE (Engineering)2.1
Condition GCSE4.1 does not apply to any GCSE
Qualification in Engineering which an awarding
organisation makes available or proposes to make
available.
GCSE (Engineering)2.2
In respect of the total marks available for a GCSE
Qualification in Engineering which it makes available,
an awarding organisation must ensure that –
(a) 60 per cent of those marks are made available
through Assessments by Examination, and
(b) 40 per cent of those marks are made available
through assessments set by the awarding
organisation that are not Assessments by
Examination.
GCSE(Engineering)2.3
Ofqual 2015
An awarding organisation must ensure that in respect
of each assessment for a GCSE Qualification in
Engineering which it makes available it complies with
any requirements, and has regard to any guidance,
which may be published by Ofqual and revised from
time to time.
26
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Requirements in relation to subject content for GCSE
Qualifications in Engineering
The subject content for GCSE Qualifications in Engineering is set out in the
document published by the Secretary of State entitled ‘Engineering GCSE subject
content’, document reference DFE-00196-2015 (the ‘Content Document’).
Condition GCSE(Engineering)1.1(c) requires awarding organisations to interpret
the Content Document in line with any requirements published by Ofqual.
We set out our requirements for the purposes of Condition
GCSE(Engineering)1.1(c) below.
Equations
The Appendix to the Content Document specifies a list of ‘Equations in GCSE
Engineering’ that:
students should be able correctly to recall, and apply […] using
standard SI units
In respect of each GCSE Qualification in Engineering which it makes available, or
proposes to make available, an awarding organisation must –
(a) interpret the above requirement in the Content Document as permitting the
awarding organisation to set individual questions and/or tasks which require
Learners to –
(i) recall one or more of those specified equations, and/or
(ii) recall, and then apply, one or more of those specified equations, and/or
(iii) apply one or more of those specified equations which is given in the
question and/or task, and
(b) design and set the assessments for that qualification such that, over the
shortest period of time that is reasonably practicable, those assessments
require Learners to demonstrate their ability to recall, and then apply, each of
the equations listed in the Appendix to the Content Document.
Assessment objectives – GCSE Qualifications in Engineering
Condition GCSE (Engineering)1.2 allows us to specify requirements relating to
the objectives to be met by any assessment for GCSE Qualifications in
Engineering.
Ofqual 2015
27
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
The assessment objectives set out below constitute requirements for the
purposes of Condition GCSE(Engineering)1.2. Awarding organisations must
comply with these requirements in relation to all GCSE Qualifications in
Engineering they make available.
Objective
Weighting
AO1 Demonstrate knowledge and understanding of engineering
principles and processes
25%
AO2 Apply knowledge, understanding and skills in different
contexts, including through the use of a range of tools,
equipment, materials, components and manufacturing
processes
50%
AO3 Analyse and evaluate evidence in relation to a range of
engineering contexts
25%
Assessment requirements – GCSE Qualifications in Engineering
Condition GCSE(Engineering)2.1 allows us to specify requirements in relation to
assessments for GCSE Qualifications in Engineering.
We set out below our requirements for the purposes of Condition
GCSE(Engineering)2.1. Awarding organisations must comply with these
requirements in relation to all GCSE Qualifications in Engineering they make
available.
Assessment of mathematical content
The Appendix to the Content Document specifies the mathematical skills,
knowledge and understanding which Learners will be required to use in GCSE
Qualifications in Engineering (the ‘Mathematical Skills’).
In designing and setting the Assessments by Examination for a GCSE
Qualification in Engineering which it makes available, or proposes to make
available, an awarding organisation must ensure that –
(a) questions and tasks rewarding the use of Mathematical Skills assess those
skills within the context of other areas of the subject content, and not in
isolation,
(b) in those Assessments by Examination, at least 15 per cent of the total marks
for the qualification reward the use of Mathematical Skills at a Level of
Demand which is not lower than that which is expected of Learners at Key
Ofqual 2015
28
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Stage 3 as outlined in the Department for Education’s document ‘Mathematics
programmes of study: key stage 3,’ document reference DFE-00179-2013,
and
(c) without prejudice to the above requirements and those outlined in the Content
Document, in each set of assessments Mathematical Skills are assessed
across a range of Levels of Demand which supports effective differentiation in
relation to the qualification.
Non-examination Assessment
Condition GCSE(Engineering)2.2(b) states that an awarding organisation must
ensure that, of the total marks available for a GCSE Qualification in Engineering,
40 per cent of those marks are made available through assessments set by the
awarding organisation which are not Assessments by Examination.
In respect of that 40 per cent, an awarding organisation must ensure that the
marks are comprised as follows –
(a) 30 per cent of the total marks for the qualification through marks made
available in respect of assessment objective AO2, and
(b) 10 per cent of the total marks for the qualification through marks available in
respect of assessment objective AO3.
In respect of the assessments which are not Assessments by Examination, an
awarding organisation must ensure that each Learner is required to complete a
single task which –
(a) is designed and set to –
(i) allow the Learner to demonstrate the practical engineering skills specified
in paragraph 15 of the Content Document, and
(ii) be completed by the Learner during periods of assessment totalling 30
hours,
(b) requires the Learner to produce the following evidence –
(i) a single engineered product based on a brief set by the awarding
organisation, and
(ii) such additional evidence as is necessary to enable the consideration of
that Learner's level of attainment in respect of all of the relevant criteria
Ofqual 2015
29
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
against which Learners' performance in that assessment will be
differentiated, and
(c) must be taken under conditions specified by the awarding organisation,
including, in particular, conditions which –
(i) ensure that the evidence generated by each Learner can be
Authenticated, and
(ii) require each Learner to produce the engineered product under Immediate
Guidance or Supervision.
In respect of the brief(s) it sets for the assessments which are not Assessments
by Examination, an awarding organisation –
(a) must design and set those brief(s) in a way which –
(i) minimises the predictability of non-examination assessment tasks in any
given set of assessments, and
(ii) facilitates comparability of non-examination assessment tasks, both within
a set of assessments, and over time, and
(b) must not communicate the brief(s) that it has set before 1 June in the
calendar year before the year in which the qualification is to be awarded.
Marking of non-examination assessments
Evidence generated by a Learner in an assessment for a GCSE Qualification in
Engineering which is not an Assessment by Examination may be marked –
(a) by the awarding organisation or a person connected to the awarding
organisation,
(b) by a Centre, or
(c) through a combination of (a) and (b).
In any event, the awarding organisation must demonstrate to Ofqual’s satisfaction
in its assessment strategy that –
(a) it has taken all reasonable steps to identify the risk of any Adverse Effect
which may result from its approach to marking the assessments (and to
Moderation where appropriate) and
Ofqual 2015
30
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
(b) where such a risk is identified, it has taken all reasonable steps to prevent
that Adverse Effect or, where it cannot be prevented, to mitigate that Adverse
Effect.
Proposed guidance
3.3 We are proposing to introduce guidance on assessment objectives which will
apply to all new GCSEs in engineering.
Guidance on assessment objectives for GCSE Qualifications in
Engineering
Condition GCSE(Engineering)1.2 allows us to specify requirements and guidance
relating to assessment objectives for GCSE Qualifications in Engineering.
We published our requirements in relation to assessment objectives in GCSE
Subject Level Conditions and Requirements for Engineering, and reproduce them
in the table below.
Objective
Weighting
AO1 Demonstrate knowledge and understanding of engineering
principles and processes
25%
AO2 Apply knowledge, understanding and skills in different
contexts, including through the use of a range of tools,
equipment, materials, components and manufacturing
processes
50%
AO3 Analyse and evaluate evidence in relation to a range of
engineering contexts
25%
We set out below our guidance for the purposes of Condition
GCSE(Engineering)1.2. This guidance explains how we expect awarding
organisations to interpret these assessment objectives in terms of:


the discrete ‘elements’ within each assessment objective which questions and
tasks could target and/or seek to credit – our expectation is that each and
every question/task should target or seek to credit at least one of these
elements, and may target or seek to credit multiple elements across one or
more assessment objectives;
the coverage expectations, such as in relation to the different elements within
each assessment objective and how those elements should be sampled over
time; and
Ofqual 2015
31
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance

the key areas of emphasis in each assessment objective and the particular
meaning for the subject of any key terms and phrases used; defined terms are
shown in bold text, followed by their definitions.
In line with the obligations set out in Condition GCSE(Engineering)1.2, we expect
awarding organisations to be able to demonstrate how they have had regard to
this guidance. For example, an awarding organisation could map how it has
regard to the guidance as it:




develops its sample assessment materials;
delivers the qualification;
develops and applies its approach to sampling the elements into which the
assessment objectives are divided; and
monitors the qualification to make sure it addresses all elements appropriately.
Ofqual 2015
32
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO1: Demonstrate knowledge and understanding of engineering principles and processes
Strands
n/a
Elements
1a – Demonstrate
knowledge of
engineering
principles and
processes
1b – Demonstrate
understanding of
engineering
principles and
processes
Coverage



Full coverage in
each set of
assessments11 (but
not in every
assessment).
A reasonable
balance between
elements 1a and
1b.
Awarding
organisations
should justify the
balance between
elements 1a and 1b
in their assessment
strategies.
25%
Interpretation and definitions

Engineering principles and processes means the knowledge
and understanding specified in paragraphs 9 to 14 of the
Content Document.
For the purposes of this guidance, a ‘set of assessments’ means the assessments to be taken by a particular Learner for a GCSE Qualification in
Engineering. For clarity, the assessments taken by Learners may vary, depending on any possible routes through the qualification.
11
Ofqual 2015
33
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO1: Apply knowledge, understanding and skills in different contexts, including through the use of a
range of tools, equipment, materials, components and manufacturing processes
Strands
n/a
Ofqual 2015
Elements
This assessment
objective is a single
element
Coverage

Full coverage in
each set of
assessments (but
not every
assessment).
50%
Interpretation and definitions


Skills, knowledge and understanding are aspects of subject
content. Awarding organisations should explain and justify their
approach to targeting them in their assessment strategy.
The emphasis within this assessment objective is on the
application of knowledge, understanding and skills in practical
contexts. This includes:
 the application of the practical engineering skills specified in
paragraph 15 of the Content Document, and
 the application of knowledge and understanding in practical
contexts in the Assessments by Examination.
34
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO3: Analyse and evaluate evidence in relation to a range of engineering contexts
Strands
n/a
Elements
1a – Analyse
evidence in relation
to a range of
engineering
contexts.
1b – Evaluate
evidence in
relation to a range
of engineering
contexts.
Ofqual 2015
Coverage



Full coverage in
every assessment.
A reasonable
balance between
elements 1a and 1b
in every
assessment.
Awarding
organisations
should justify the
balance between
elements 1a and 1b
in their assessment
strategies.
25%
Interpretation and definitions


In the context of this assessment objective:
 analyse means deconstructing information and/or issues to
find connections and provide logical chain(s) of reasoning,
 evaluate means appraising and/or making judgements with
respect to information and/or issues, and
 analysis and evaluation should draw on underpinning
knowledge and understanding.
Engineering contexts should be construed widely. It includes,
but is not limited to, engineering products, activities, materials,
manufacturing processes and systems.
35
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Questions on proposed Conditions, requirements and guidance for
GCSE engineering
Question 19: Do you have any comments on our proposed Conditions and
requirements for GCSE engineering?
Question 20: Do you have any comments on our proposed guidance for GCSE
engineering?
Ofqual 2015
36
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Proposed Conditions, requirements and
guidance for GCSE design and technology
4.
4.1 As set out above, we are proposing to introduce subject-specific Conditions,
requirements and guidance to implement the proposals in this consultation. We
set out our proposed Conditions, requirements and guidance for GCSE design
and technology below.
Proposed Conditions and requirements
4.2 We are proposing to introduce the following Conditions and requirements which
will apply to all new GCSE qualifications in design and technology:
12

a Condition covering compliance with subject content and assessment
objectives;

a further Condition which permits non-exam assessment, specifies the
percentage of exam- and non-exam assessment, and allows us to set more
detailed rules and guidance for both exam- and non-exam assessment;

our assessment objectives; and

requirements for assessments which cover assessment of mathematical
and scientific skills in exams, and non-exam assessment.
Condition GCSE(Design
and Technology)1
Compliance with content requirements
GCSE(Design and
Technology)1.1
In respect of each GCSE Qualification in Design and
Technology which it makes available, or proposes to
make available, an awarding organisation must –
(a) comply with the requirements relating to that
qualification set out in the document published by
the Secretary of State entitled ‘Design and
technology GCSE subject content’12, document
reference DFE-00283-2015,
(b) have regard to any recommendations or
guidelines relating to that qualification set out in
that document, and
(c) interpret that document in accordance with any
requirements, and having regard to any guidance,
www.gov.uk/government/publications/gcse-design-and-technology
Ofqual 2015
37
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
GCSE(Design and
Technology)1.2
Condition GCSE(Design
and Technology)2
which may be published by Ofqual and revised
from time to time.
In respect of each GCSE Qualification in Design and
Technology which it makes available, or proposes to
make available, an awarding organisation must comply
with any requirements, and have regard to any
guidance, relating to the objectives to be met by any
assessment for that qualification which may be
published by Ofqual and revised from time to time.
Assessment
GCSE (Design and
Technology)2.1
Condition GCSE4.1 does not apply to any GCSE
Qualification in Design and Technology which an
awarding organisation makes available or proposes to
make available.
GCSE (Design and
Technology)2.2
In respect of the total marks available for a GCSE
Qualification in Design and Technology which it makes
available, an awarding organisation must ensure that –
(a) 50 per cent of those marks are made available
through Assessments by Examination, and
(b) 50 per cent of those marks are made available
through assessments that are not Assessments by
Examination.
GCSE(Design and
Technology)2.3
An awarding organisation must ensure that in respect
of each assessment for a GCSE Qualification in
Design and Technology which it makes available it
complies with any requirements, and has regard to
any guidance, which may be published by Ofqual and
revised from time to time.
Assessment objectives – GCSE Qualifications in Design and
Technology
Condition GCSE (Design and Technology)1.2 allows us to specify requirements
relating to the objectives to be met by any assessment for GCSE Qualifications in
Design and Technology.
The assessment objectives set out below constitute requirements for the
purposes of Condition GCSE(Design and Technology)1.2. Awarding
Ofqual 2015
38
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
organisations must comply with these requirements in relation to all GCSE
Qualifications in Design and Technology they make available.
Objective
Weighting
AO1 Identify, investigate and outline design possibilities to
address needs and wants
10%
AO2 Design and make prototypes that are fit for purpose
30%
AO3 Analyse and evaluate –
20%

design decisions and outcomes, including for prototypes
made by themselves and others

wider issues in design and technology
AO4 Demonstrate and apply knowledge and understanding of –

technical principles

designing and making principles
40%
Assessment requirements – GCSE Qualifications in Design and
Technology
Condition GCSE(Design and Technology)2.1 allows us to specify requirements in
relation to assessments for GCSE Qualifications in Design and Technology.
We set out below our requirements for the purposes of Condition GCSE(Design
and Technology)2.1. Awarding organisations must comply with these
requirements in relation to all GCSE Qualifications in Design and Technology they
make available.
Mathematical skills, knowledge and understanding
The subject content for GCSE Qualifications in Design and Technology is set out
in the document published by the Secretary of State entitled ‘Design and
technology GCSE subject content’,13 document reference DFE-00283-2015 (the
‘Content Document’)
13
www.gov.uk/government/publications/gcse-design-and-technology
Ofqual 2015
39
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Appendix 1 to the Content Document specifies the mathematical skills, knowledge
and understanding which Learners will be required to apply in GCSE
Qualifications in Design and Technology (‘Mathematical Skills’).
In designing and setting the Assessments by Examination for a GCSE
Qualification in Design and Technology which it makes available, or proposes to
make available, an awarding organisation must ensure that –
(a) questions and tasks rewarding the use of Mathematical Skills assess those
skills within the context of other areas of the subject content, and not in
isolation,
(b) in those Assessments by Examination, at least 10 per cent of the total marks
for the qualification reward the use of Mathematical Skills at a Level of
Demand which is not lower than that which is expected of Learners at Key
Stage 3 as outlined in the Department for Education’s document ‘Mathematics
programmes of study: key stage 3,’ document reference DFE-00179-2013,
and
(c) without prejudice to the above requirements and those outlined in the Content
Document, in each set of assessments Mathematical Skills are assessed
across a range of Levels of Demand which supports effective differentiation in
relation to the qualification.
Scientific skills, knowledge and understanding
Appendix 1 to the Content Document also specifies the scientific skills, knowledge
and understanding which Learners will be required to apply for GCSE
Qualifications in Design and Technology (the ‘Science Requirements’).
In respect of each GCSE Qualification in Design and Technology which it makes
available, or proposes to make available, an awarding organisation must explain
and justify in its assessment strategy how it has addressed the Science
Requirements within both the specification and assessments for that qualification.
Non-examination Assessment
Condition GCSE(Design and Technology)2.2(b) states that an awarding
organisation must ensure that, of the total marks available for a GCSE
Qualification in Design and Technology, 50 per cent of those marks are made
available through assessments that are not Assessments by Examination.
In respect of the 50 per cent, an awarding organisation must ensure that the
marks are comprised as follows –
Ofqual 2015
40
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
(a) 10 per cent through marks made available in respect of assessment objective
AO1 (i.e. assessing AO1 in its entirety),
(b) 30 per cent through marks made available in respect of assessment objective
AO2 (i.e. assessing AO2 in its entirety), and
(c) 10 per cent through marks made available in respect of assessment objective
AO3.
In relation to paragraph (c) above, a Learner’s analysis and evaluation of design
decisions and outcomes for prototypes that the Learner has made must only be
assessed through the assessments which are not Assessments by Examination.
In respect of the assessments which are not Assessments by Examination, an
awarding organisation must ensure that each Learner is required to complete a
task which –
(a) requires the Learner to produce the following evidence –
(i) a design brief developed in response to a contextual challenge set by the
awarding organisation,
(ii) a final prototype(s) based on that design brief, and
(iii) such additional evidence as is necessary to enable the consideration of
that Learner's level of attainment in respect of all of the relevant criteria
against which Learners' performance in that assessment will be
differentiated, and
(b) must be taken under conditions specified by the awarding organisation,
including, in particular, conditions which –
(i) ensure that the evidence generated by each Learner can be
Authenticated, and
(ii) require each Learner to produce the final prototype(s) in (a)(ii) above
under Immediate Guidance or Supervision.
Contextual challenges
The Content Document requires awarding organisations to set –
contextual challenges, which provide a basis from which students can
undertake a design, make and evaluate project.
Ofqual 2015
41
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
In respect of each set of assessments, an awarding organisation must not
communicate the contextual challenges that it has set before 1 June in the
calendar year before the year in which the qualification is to be awarded.
Marking of non-examination assessments
Evidence generated by a Learner in an assessment for a GCSE Qualification in
Design and Technology which is not an Assessment by Examination may be
marked –
(a) by the awarding organisation or a person connected to the awarding
organisation,
(b) by a Centre, or
(c) through a combination of (a) and (b).
In any event, the awarding organisation must demonstrate to Ofqual’s satisfaction
in its assessment strategy that –
(a) it has taken all reasonable steps to identify the risk of any Adverse Effect
which may result from its approach to marking the assessments (and to
Moderation where appropriate) and
(b) where such a risk is identified, it has taken all reasonable steps to prevent
that Adverse Effect or, where it cannot be prevented, to mitigate that Adverse
Effect.
Proposed guidance
4.3 We are proposing to introduce guidance on assessment objectives which will
apply to all new GCSEs in design and technology.
Guidance on assessment objectives for GCSE Qualifications in
Design and Technology
Condition GCSE(Design and Technology)1.2 allows us to specify requirements
and guidance relating to assessment objectives for GCSE Qualifications in Design
and Technology.
We published our requirements in relation to assessment objectives in GCSE
Subject Level Conditions and Requirements for Design and Technology, and
reproduce them in the table below.
Ofqual 2015
42
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Objective
Weighting
AO1 Identify, investigate and outline design possibilities to
address needs and wants
10%
AO2 Design and make prototypes that are fit for purpose
30%
AO3 Analyse and evaluate –
20%

design decisions and outcomes, including for prototypes
made by themselves and others

wider issues in design and technology
AO4 Demonstrate and apply knowledge and understanding of –

technical principles

designing and making principles
40%
We set out below our guidance for the purposes of Condition GCSE(Design and
Technology)1.2. This guidance explains how we expect awarding organisations to
interpret these assessment objectives in terms of:




the different ‘strands’ within each of the assessment objectives;
the discrete ‘elements’ within each assessment objective and its strands which
questions and tasks could target and/or seek to credit – our expectation is that
each and every question/task should target or seek to credit at least one of
these elements, and may target or seek to credit multiple elements across one
or more assessment objectives;
the coverage expectations, such as in relation to the different elements within
each assessment objective and how those elements should be sampled over
time; and
the key areas of emphasis in each assessment objective and the particular
meaning for the subject of any key terms and phrases used; defined terms are
shown in bold text, followed by their definitions.
In line with the obligations set out in Condition GCSE(Design and Technology)1.2,
we expect awarding organisations to be able to demonstrate how they have had
regard to this guidance. For example, an awarding organisation could map how it
has regard to the guidance as it:


develops its sample assessment materials;
delivers the qualification;
Ofqual 2015
43
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance


develops and applies its approach to sampling the elements into which the
assessment objectives are divided; and
monitors the qualification to make sure it addresses all elements appropriately.
Ofqual 2015
44
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
10%
AO1: Identify, investigate and outline design possibilities to
address needs and wants
Strands
n/a
Elements
1a – Identify and investigate
design possibilities to address
needs and wants
1b – Outline design possibilities
to address needs and wants
Coverage


Full coverage in every
task that addresses it.
A reasonable balance
between elements 1a
and 1b.
Interpretations and definitions




Ofqual 2015
Identify means looking at areas and
opportunities in which designs can take place.
Investigate means pursuing ideas and
gathering information relating to a context.
Identify and investigate are interdependent. The
processes work together and take place in no
particular order.
Outline means to produce a design brief and
specification to inform AO2
45
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
30%
AO2: Design and make prototypes that are fit
for purpose
Strands
n/a
Elements
This assessment
objective is a
single element
Coverage

Full coverage in
every task that
addresses it
Interpretations and definitions




Ofqual 2015
Design means the generation and development of ideas that can be
presented to a third party, and can be evaluated and tested. However,
the actual analysis and evaluation forms part of AO3.
Prototype means an appropriate working solution to a need or want
that is sufficiently developed to be tested and evaluated (for example,
full-sized products, scaled working models or functioning systems).
In the context of a prototype, fit for purpose means (in addition to
being a working solution) addressing the needs/wants of the intended
user.
Making skills can be assessed through the designing and making of the
prototype(s), as well as the nature and quality of the final prototype.
46
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO3: Analyse and evaluate –

design decisions and outcomes, including for prototypes made
by themselves and others

wider issues in design and technology
Strands
1 – Analyse and
evaluate design
decisions and
outcomes,
including for
prototypes made
by themselves
and others
2 – Analyse and
evaluate wider
issues in design
and technology
Elements

1b – Evaluate design
decisions and outcomes,
including for prototypes
made by themselves and
others

2b – Evaluate wider
issues in design and
technology
Ofqual 2015
Coverage
1a – Analyse design
decisions and outcomes,
including for prototypes
made by themselves and
others
2a – Analyse wider issues
in design and technology
20%
Full coverage in
each set of
assessments (but
not in every
assessment).
A reasonable
balance between
the strands within
this assessment
objective, and
between the
elements within
each strand
Interpretations and definitions


In the context of this assessment objective:
 analyse means deconstructing information
and/or issues to find connections and
provide logical chain(s) of reasoning,
 evaluate means appraising and/or making
judgements with respect to information
and/or issues, and
 analysis and evaluation should draw on
underpinning knowledge and understanding.
Each set of assessments need not cover both
design decisions and outcomes in the context
of both prototypes made by the Learner and
prototypes made by others. But there should
be a reasonable balance between each of:
 design decisions and outcomes; and
 prototypes made by the Learner, prototypes
made by others, and other contexts within
design and technology.
47
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO4: Demonstrate and apply knowledge and understanding of –
 technical principles
 designing and making principles
Strands
Elements
1a – Demonstrate knowledge of
technical principles
1b – Demonstrate understanding
of technical principles
1c – Apply knowledge and
understanding of technical
principles
2 -Demonstrate and 2a – Demonstrate knowledge of
designing and making principles
apply knowledge
and understanding
2b – Demonstrate understanding
of designing and
of designing and making
making principles
principles
2c – Apply knowledge and
understanding of designing and
making principles
1 -Demonstrate and
apply knowledge
and understanding
of technical
principles
40%
Coverage



Full coverage in each set
of assessments (but not in
every assessment).
No more than 10% of total
marks should reward
demonstrating knowledge
in isolation.14
A reasonable balance
between the elements in
each strand.
Interpretations and definitions


Both technical principles and
designing and making
principles are aspects of subject
content. Awarding organisations
should explain their approach to
targeting them in their
assessment strategies.
The emphasis in this assessment
objective should be on the
demonstration and application of
knowledge and understanding of
technical principles.
Marks that “reward demonstrating knowledge in isolation” include any mark awarded solely for recalling facts or other knowledge that is part of the
specification. It does not include marks awarded for selecting appropriate knowledge (for example, to evidence an argument), or for applying knowledge to a
particular context.
14
Ofqual 2015
48
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Questions on proposed Conditions, requirements and guidance for
GCSE design and technology
Question 21: Do you have any comments on our proposed Conditions and
requirements for GCSE design and technology?
Question 22: Do you have any comments on our proposed guidance for GCSE
design and technology?
Ofqual 2015
49
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Proposed Conditions, requirements and
guidance for AS and A level design and
technology
5.
5.1 As set out above, we are proposing to introduce subject-specific Conditions,
requirements and guidance to implement the proposals in this consultation. We
set out our proposed Conditions, requirements and guidance for AS and A level
design and technology below.
Proposed Conditions and requirements
5.2 We are proposing to introduce the following Conditions and requirements which
will apply to all new AS and A level qualifications in design and technology:
15

a Condition covering compliance with subject content and assessment
objectives;

a further Condition which permits non-exam assessment, specifies the
percentage of exam- and non-exam assessment, and allows us to set more
detailed rules and guidance for both exam- and non-exam assessment;

our assessment objectives; and

requirements for assessments which cover assessment of mathematical
and scientific skills in exams, and non-exam assessment.
Condition GCE(Design
and Technology)1
Compliance with content requirements
GCE(Design and
Technology)1.1
In respect of each GCE Qualification in Design and
Technology which it makes available, or proposes to
make available, an awarding organisation must –
(a) comply with the requirements relating to that
qualification set out in the document published by
the Secretary of State entitled ‘Design and
technology AS and A level subject content’,15
document reference DFE-00210-2015,
(b) have regard to any recommendations or
guidelines relating to that qualification set out in
that document, and
www.gov.uk/government/publications/gce-as-and-a-level-design-and-technology
Ofqual 2015
50
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
GCE(Design and
Technology)1.2
Condition GCE(Design
and Technology)2
(c) interpret that document in accordance with any
requirements, and having regard to any guidance,
which may be published by Ofqual and revised
from time to time.
In respect of each GCE Qualification in Design and
Technology which it makes available, or proposes to
make available, an awarding organisation must comply
with any requirements, and have regard to any
guidance, relating to the objectives to be met by any
assessment for that qualification which may be
published by Ofqual and revised from time to time.
Assessment
GCE(Design and
Technology)2.1
Condition GCE4.1 does not apply to any GCE
Qualification in Design and Technology which an
awarding organisation makes available or proposes to
make available.
GCE(Design and
Technology)2.2
In respect of the total marks available for a GCE
Qualification in Design and Technology which it makes
available, an awarding organisation must ensure that –
(a) 50 per cent of those marks are made available
through Assessments by Examination, and
(b) 50 per cent of those marks are made available
through assessments that are not Assessments by
Examination.
GCSE(Design and
Technology)2.3
An awarding organisation must ensure that in respect
of each assessment for a GCE Qualification in
Design and Technology which it makes available it
complies with any requirements, and has regard to
any guidance, which may be published by Ofqual and
revised from time to time.
Assessment objectives – GCE Qualifications in Design and
Technology
Condition GCE(Design and Technology)1.2 allows us to specify requirements
relating to the objectives to be met by any assessment for GCE Qualifications in
Design and Technology.
Ofqual 2015
51
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
The assessment objectives set out below constitute requirements for the
purposes of Condition GCE(Design and Technology)1.2. Awarding organisations
must comply with these requirements in relation to all GCE Qualifications in
Design and Technology they make available.
Objective
Weighting Weighting
(A level)
(AS)
AO1 Identify, investigate and outline design
possibilities to address needs and wants
10-15%
10-15%
AO2 Design and make prototypes that are fit for
purpose
20-25%
20-25%
AO3 Analyse and evaluate –
20-25%
20-25%
35-40%
35-40%

design decisions and outcomes, including
for prototypes made by themselves and
others

wider issues in design and technology
AO4 Demonstrate and apply knowledge and
understanding of –

technical principles

designing and making principles
Assessment requirements – GCE Qualifications in Design and
Technology
Condition GCE(Design and Technology)2.1 allows us to specify requirements
relating to the objectives to be met by any assessment for GCE Qualifications in
Design and Technology.
We set out below our requirements for the purposes of Condition GCE(Design
and Technology)2.1. Awarding organisations must comply with these
requirements in relation to all GCE Qualifications in Design and Technology they
make available.
Mathematical skills, knowledge and understanding
The subject content for GCE Qualifications in Design and Technology is set out in
the document published by the Secretary of State entitled ‘Design and technology
Ofqual 2015
52
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
GCE AS and A level subject content’,16 document reference DFE-00210-2015
(the ‘Content Document’)
Paragraph 9 of the Content Document states that –
Design and technology specifications may offer one of more of the
endorsed titles […]

design and technology (product design)

design and technology (fashion and textiles)

design and technology (design engineering)
Appendix 1 to the Content Document specifies, for each of the endorsed titles, the
mathematical skills, knowledge and understanding which Learners will be
required to apply in GCE Qualifications in Design and Technology (‘Mathematical
Skills’).
In designing and setting the Assessments by Examination for a GCE Qualification
in Design and Technology which it makes available, or proposes to make
available, an awarding organisation must ensure that –
(a) questions and tasks rewarding the use of Mathematical Skills assess those
skills within the context of other areas of the subject content, and not in
isolation,
(b) in the Assessments by Examination for a GCE Qualification in Design and
Technology with a ‘design engineering’ endorsed title, at least 15 per cent of
the total marks for the qualification are made available through questions and
tasks that reward the use of Mathematical Skills,
(c) in the Assessments by Examination for a GCE Qualification in Design and
Technology without a ‘design engineering’ endorsed title, at least 10 per cent
of the total marks for the qualification are made available through questions
and tasks that reward the use of Mathematical Skills,
(d) the questions and tasks outlined in (b) and (c) are set at a Level of Demand
that is not lower than that which is expected of Learners in assessments for
the higher tier in a GCSE Qualification in Mathematics, and
(e) without prejudice to the above requirements and those outlined in the Content
Document, in each set of assessments Mathematical Skills are assessed
16
www.gov.uk/government/publications/gce-as-and-a-level-design-and-technology
Ofqual 2015
53
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
across a range of Levels of Demand which supports effective differentiation in
relation to the qualification.
Scientific skills, knowledge and understanding
Appendix 1 to the Content Document also specifies, for each of the endorsed
titles, the scientific skills, knowledge and understanding which Learners will be
required to apply for GCE Qualifications in Design and Technology (the ‘Science
Requirements’).
In respect of each GCE Qualification in Design and Technology which it makes
available, or proposes to make available, an awarding organisation must explain
and justify in its assessment strategy how it has addressed the Science
Requirements within both the specification and assessments for that qualification.
Non-examination Assessment
Condition GCE(Design and Technology)2.2(b) states that an awarding
organisation must ensure that, of the total marks available for a GCE Qualification
in Design and Technology, 50 per cent of those marks are made available
through assessments that are not Assessments by Examination.
In respect of that 50 per cent, an awarding organisation must ensure that –
(a) assessment objective AO1 is assessed in its entirety through the
assessments that are not Assessments by Examination,
(b) assessment objective AO2 is assessed in its entirety through the
assessments that are not Assessments by Examination, and
(c) at least 10 per cent of the marks available for the qualification are made
available in respect of assessment objective AO3.
In relation to paragraph (c) above, a Learner’s analysis and evaluation of design
decisions and outcomes for prototypes that the Learner has made must only be
assessed through the assessments which are not Assessments by Examination.
Non-examination Assessment (A level)
The requirements in this section apply to GCE A level qualifications in Design and
Technology which an awarding organisation makes available or proposes to make
available.
In respect of the assessments which are not Assessments by Examination, an
awarding organisation must ensure that each Learner is required to complete a
task which –
Ofqual 2015
54
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
(a) requires the Learner to produce the following evidence –
(i) a final prototype(s) based on a design brief developed by the Learner,
and
(ii) such additional evidence as is necessary to enable the consideration of
that Learner's level of attainment in respect of all of the relevant criteria
against which Learners' performance in that assessment will be
differentiated, and
(b) must be taken under conditions specified by the awarding organisation,
including, in particular, conditions which –
(i) ensure that the evidence generated by each Learner can be
Authenticated, and
(ii) require each Learner to produce the final prototype in (a)(ii) above under
Immediate Guidance or Supervision.
Non-examination Assessment (AS)
The requirements in this section apply to GCE AS qualifications in Design and
Technology which an awarding organisation makes available or proposes to make
available.
In respect of the assessments which are not Assessments by Examination, an
awarding organisation must ensure that each Learner is required to complete a
task which –
(a) requires the Learner to produce the following evidence –
(i) a design brief developed in response to a contextual challenge set by the
awarding organisation,
(ii) a final prototype(s) based on that design brief, and
(iii) such additional evidence as is necessary to enable the consideration of
that Learner's level of attainment in respect of all of the relevant criteria
against which Learners' performance in that assessment will be
differentiated, and
(b) must be taken under conditions specified by the awarding organisation,
including, in particular, conditions which –
(i) ensure that the evidence generated by each Learner can be
Authenticated, and
Ofqual 2015
55
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
(ii) require each Learner to produce the final prototype(s) in (a)(ii) above
under Immediate Guidance or Supervision.
Marking of non-examination assessments
Evidence generated by a Learner in an assessment for a GCE Qualification in
Design and Technology which is not an Assessment by Examination may be
marked –
(a) by the awarding organisation or a person connected to the awarding
organisation,
(b) by a Centre, or
(c) through a combination of (a) and (b).
In any event, the awarding organisation must demonstrate to Ofqual’s satisfaction
in its assessment strategy that –
(a) it has taken all reasonable steps to identify the risk of any Adverse Effect
which may result from its approach to marking the assessments (and to
Moderation where appropriate) and
(b) where such a risk is identified, it has taken all reasonable steps to prevent
that Adverse Effect or, where it cannot be prevented, to mitigate that Adverse
Effect
Proposed guidance
5.3 We are proposing to introduce guidance on assessment objectives which will
apply to all new AS and A level qualifications in design and technology.
Guidance on assessment objectives for GCE Qualifications in
Design and Technology
Condition GCE(Design and Technology)1.2 allows us to specify requirements and
guidance relating to assessment objectives for GCE Qualifications in Design and
Technology.
We published our requirements in relation to assessment objectives in GCE
Subject Level Conditions and Requirements for Design and Technology, and
reproduce them in the table below.
Ofqual 2015
56
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance
Objective
Weighting Weighting
(A level)
(AS)
AO1 Identify, investigate and outline design
possibilities to address needs and wants
10-15%
10-15%
AO2 Design and make prototypes that are fit for
purpose
20-25%
20-25%
AO3 Analyse and evaluate –
20-25%
20-25%
35-40%
35-40%

design decisions and outcomes, including
for prototypes made by themselves and
others

wider issues in design and technology
AO4 Demonstrate and apply knowledge and
understanding of –

technical principles

designing and making principles
We set out below our guidance for the purposes of Condition GCE(Design and
Technology)1.2. This guidance explains how we expect awarding organisations to
interpret these assessment objectives in terms of:




the different ‘strands’ within each of the assessment objectives;
the discrete ‘elements’ within each assessment objective and its strands which
questions and tasks could target and/or seek to credit – our expectation is that
each and every question/task should target or seek to credit at least one of
these elements, and may target or seek to credit multiple elements across one
or more assessment objectives;
the coverage expectations, such as in relation to the different elements within
each assessment objective and how those elements should be sampled over
time; and
the key areas of emphasis in each assessment objective and the particular
meaning for the subject of any key terms and phrases used; defined terms are
shown in bold text, followed by their definitions.
In line with the obligations set out in Condition GCE(Design and Technology)1.2,
we expect awarding organisations to be able to demonstrate how they have had
regard to this guidance. For example, an awarding organisation could map how it
has regard to the guidance as it:
Ofqual 2015
57
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on
Conditions and guidance




develops its sample assessment materials;
delivers the qualification;
develops and applies its approach to sampling the elements into which the
assessment objectives are divided; and
monitors the qualification to make sure it addresses all elements appropriately.
Ofqual 2015
58
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
10-15% (A level)
10-15% (AS)
AO1: Identify, investigate and outline design possibilities to address
needs and wants
Strands
n/a
Elements
1a – Identify and investigate design
possibilities to address needs and
wants
1b – outline design possibilities to
address needs and wants
Coverage


Full coverage in every
task that addresses it.
A reasonable balance
between elements 1a and
1b.
Interpretations and definitions




Ofqual 2015
Identify means looking at areas and
opportunities in which designs can take
place.
Investigate means pursuing ideas and
gathering information relating to a context.
Identify and investigate are
interdependent. The processes work
together and take place in no particular
order.
Outline means to produce a design brief
and specification to inform AO2
59
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
20-25% (A level)
20-25% (AS)
AO2: Design and make prototypes that are fit for purpose
Strands
n/a
Elements
This assessment
objective is a single
element
Coverage

Full coverage in every
task that addresses it.
Interpretations and definitions




Ofqual 2015
Design means the generation and development of ideas
that can be presented to a third party, and can be
evaluated and tested. However, the actual analysis and
evaluation forms part of AO3.
Prototype means an appropriate working solution to a
need or want that is sufficiently developed to be tested
and evaluated (for example, full-sized products, scaled
working models or functioning systems).
In the context of a prototype, fit for purpose means (in
addition to being a working solution) addressing the
needs/wants of the intended user.
Making skills can be assessed through the designing
and making of the prototype(s), as well as the nature
and quality of the final prototype.
60
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO3: Analyse and evaluate –


20-25% (A level)
20-25% (AS)
design decisions and outcomes, including for prototypes made
by themselves and others
wider issues in design and technology
Strands
1 – Analyse
and evaluate
design
decisions and
outcomes,
including for
prototypes
made by
themselves
and others
2 – Analyse
and evaluate
wider issues in
design and
technology
Ofqual 2015
Elements
Coverage
1a – Analyse design decisions
and outcomes, including for
prototypes made by
themselves and others

1b – Evaluate design decisions
and outcomes, including for
prototypes made by
themselves and other

2a – Analyse wider issues in
design and technology
2b – Evaluate wider issues in
design and technology
Full coverage in
each set of
assessments (but
not in every
assessment).
A reasonable
balance between
the strands within
this assessment
objective, and
between the
elements within
each strand
Interpretations and definitions


In the context of this assessment objective:
 analyse means deconstructing information
and/or issues to find connections and
provide logical chain(s) of reasoning,
 evaluate means appraising and/or making
judgements with respect to information
and/or issues, and
 analysis and evaluation should draw on
underpinning knowledge and
understanding.
Each set of assessments need not cover both
design decisions and outcomes in the context
of both prototypes made by the Learner and
prototypes made by others. But there should
be a reasonable balance between each of:
 design decisions and outcomes; and
 prototypes made by the Learner, prototypes
made by others, and other contexts within
design and technology.
61
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation on Conditions and guidance
AO4: Demonstrate and apply knowledge and understanding of –
 technical principles
 designing and making principles
Strands
1 -Demonstrate
and apply
knowledge and
understanding of
technical
principles
Elements
1a – Demonstrate knowledge of
technical principles
1b – Demonstrate understanding
of technical principles
1c – Apply knowledge and
understanding of technical
principles
2a – Demonstrate knowledge of
designing and making principles
2 -Demonstrate
and apply
knowledge and
2b – Demonstrate understanding
understanding of
of designing and making
designing and
principles
making principles
2c – Apply knowledge and
understanding of designing and
making principles
35-40% (A level)
35-40% (AS)
Coverage



Full coverage in
each set of
assessments (but
not in every
assessment).
No more than 10%
of total marks
should reward
demonstrating
knowledge in
isolation.17
A reasonable
balance between
the elements in
each strand.
Interpretations and definitions



Both technical principles and design
and making principles are aspects of
subject content. Awarding organisations
should explain their approach to targeting
them in their assessment strategies.
Knowledge and understanding of
technical principles and designing and
making principles includes both the core
and the additional specialist knowledge
set out in the ‘Design and technology
GCE AS and A level subject content’,18
document reference DFE-00210-2015.
The emphasis in this assessment
objective should be on the demonstration
and application of knowledge and
understanding of technical principles.
Marks that “reward demonstrating knowledge in isolation” include any mark awarded solely for recalling facts or other knowledge that is part of the
specification. It does not include marks awarded for selecting appropriate knowledge (for example, to evidence an argument), or for applying knowledge to a
particular context.
18 www.gov.uk/government/publications/gce-as-and-a-level-design-and-technology
17
Ofqual 2015
62
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Questions on proposed Conditions, requirements and guidance for
AS and A level design and technology
Question 23: Do you have any comments on our proposed Conditions and
requirements for AS and A level design and technology?
Question 24: Do you have any comments on our proposed guidance for AS
and A level design and technology?
Ofqual 2015
63
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
6.
Equality impact analysis
Ofqual’s role, objectives and duties
6.1 We are subject to the public sector equality duty. We have set out in
Appendix B how this duty interacts with our statutory objectives and other
duties.
Equality impact analysis relating to proposed changes to GCSE
engineering and GCSE, AS and A level design and technology
6.2 We have considered the potential impact on students who share protected
characteristics19 of the application of the principles and features that will apply
to all new GCSE, AS and A level qualifications. Our equality impact analyses
for our earlier consultations on GCSE,20 AS and A level reform21 are therefore
of interest and we encourage you to read them.
6.3 Issues concerning the proposed subject content have been considered by the
DfE, which has published its own Equalities Impact Analysis on its subject
content proposals.22
6.4 We have also previously considered the potential impact on students who
share protected characteristics of our decisions on assessment arrangements
for both engineering and design and technology.23
6.5 We do not repeat here all of the evidence we have considered, as this can be
found in our earlier reports. We focus instead on the specific issues that arise
from the new proposals in this consultation, and from the way in which we are
implementing our previous policy decisions.
6.6 We have not identified any additional negative impacts on students who share
protected characteristics which would result from the proposals in this
19
For the purposes of the public sector equality duty, the protected characteristics are disability, racial
group, age, religion or belief, pregnancy or maternity, sex, sexual orientation, gender reassignment.
20
http://webarchive.nationalarchives.gov.uk/20141031163546/http://comment.ofqual.gov.uk/gcsereform-june-2013/category/8-equality-impact-analysis/
21 http://webarchive.nationalarchives.gov.uk/20141031163546/http://www.ofqual.gov.uk/files/2012-0618-equality-analysis-of-the-a-level-reform-consultation.pdf
22
www.gov.uk/government/consultations/gcse-and-a-level-reform-content-for-teaching-fromseptember-2017
23
www.gov.uk/government/consultations/gcse-reform-regulations-for-design-and-technology
and www.gov.uk/government/consultations/development-of-new-gcses-and-a-levels-for-teachingfrom-2017
Ofqual 2015
64
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
consultation (beyond those that we and the DfE have already identified in our
earlier reports).
6.7 During this consultation, we will continue to seek and consider evidence and
feedback to our proposals that might help us identify any potential subjectspecific impacts on students who share a protected characteristic.
6.8 Exam boards are required to consider the accessibility of their qualifications at
the design stage and to remove any unjustifiable barriers.
Question 25: We have not identified any ways in which our proposals for
GCSE engineering, and for GCSE, AS and A level design and technology
would impact (positively or negatively) on persons who share a protected
characteristic.24 Are there any potential impacts we have not identified?
Question 26: Are there any additional steps we could take to mitigate any
negative impact resulting from these proposals on persons who share a
protected characteristic?
Question 27: Do you have any other comments on the impacts of the
proposals on students who share a protected characteristic?
‘Protected characteristic’ is defined in the Equality Act 2010. Here, it means disability, racial group,
age, religion or belief, pregnancy or maternity, sex, sexual orientation and gender reassignment.
24
Ofqual 2015
65
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Appendix A: Regulatory tools
Comparability and innovation
Exam boards operate in a market. They can design and deliver their qualifications in
different ways, within the parameters we set. This provides some choice to schools
or colleges, which is one of the benefits of a qualifications market. Exam boards
must, however, make sure that the levels of attainment indicated by their
qualifications are comparable to those of other exam boards’ versions of the
qualifications. The exam boards cooperate in a range of ways to make sure that the
standards of their respective qualifications are comparable. To make sure standards
are maintained and comparability is secured, we review AS and A level qualifications
before they can be made available, by applying an accreditation requirement to the
qualifications, and we oversee the awarding of AS and A level qualifications.
We do not wish to close down opportunities for exam boards to design and deliver
their qualifications in different ways. Indeed, we have a statutory duty to have regard
to the desirability of facilitating innovation in connection with the provision of
regulated qualifications and a statutory objective with regard to the efficiency with
which the qualifications market works. If we adopt a regulatory approach in which all
aspects of a qualification are very tightly defined, we could effectively remove scope
for exam boards to distinguish their qualifications from others and stop choice for
schools or colleges. On the other hand, if exam boards have too much scope to vary
their approach their qualifications might not be comparable.
In striking a balance, we use a range of tools to regulate qualifications and the exam
boards that provide them. The main regulatory tools we use for the qualifications in
this consultation are explained below.
Conditions of Recognition
Exam boards must comply at all times with our Conditions of Recognition. These are
the main regulatory rules that we use. We can take regulatory action against an
exam board that breaches or is likely to breach a Condition.
There are three sets of Conditions that will apply to new GCSEs (graded 9 to 1):
(i)
25
the published General Conditions of Recognition25 that apply to all regulated
qualifications;
www.gov.uk/government/publications/general-conditions-of-recognition
Ofqual 2015
66
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
(ii)
GCSE (9 to 1) Qualification Level Conditions and Requirements26 that apply to
all new GCSE qualifications; and
(iii)
GCSE Subject Level Conditions that apply to new GCSEs (graded 9 to 1) in a
specific subject. We are consulting now on draft GCSE Subject Level
Conditions for Design and Technology, and on draft GCSE Subject Level
Conditions for Engineering.
There are also three sets of Conditions that will apply to new AS and A level
qualifications:
(i)
the General Conditions of Recognition;
(ii)
GCE Qualification Level Conditions and Requirements27 that apply to all new
AS and A level qualifications; and
(iii)
GCE Subject Level Conditions that apply to new AS and A level qualifications in
a specific subject. We are consulting now on draft GCE Subject Level
Conditions for Design and Technology.
Regulatory documents
In some Conditions we refer to published regulatory requirements. We publish these
in regulatory documents. The Conditions require exam boards to comply with such
documents.
We are proposing to introduce the following regulatory documents, which cover:

for GCSE engineering, the interpretation of subject content;.

for each of GCSE design and technology, GCSE engineering, and GCE
design and technology our requirements for assessments (including nonexam assessments)
The requirements will have effect as if they were part of a Condition. The
requirements will be set out in a stand-alone section of the Conditions document,
simply because they are technical and detailed so they sit better as separate from,
rather than within, the Condition itself.
Statutory guidance
We publish guidance to help exam boards identify the types of behaviour or
practices they could use to meet a Condition. Exam boards must have regard to
26
27
www.gov.uk/government/publications/gcse-9-to-1-qualification-level-conditions
www.gov.uk/government/publications/gce-qualification-level-conditions-and-requirements
Ofqual 2015
67
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
such guidance, but they do not have to follow this guidance in the same way that
they must comply with the Conditions; they are free to meet the outcomes of the
Conditions in their own ways. An exam board that decides to take a different
approach to that set out in our guidance must still be able to show that it is meeting
the Condition or Conditions to which the guidance relates.
We are consulting now on draft guidance for new GCSEs, AS and A levels in design
and technology, and for new GCSEs in engineering.
Ofqual 2015
68
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Appendix B: Ofqual’s role, objectives and duties
Our statutory objectives include the qualifications standards objective, which is to
secure that the qualifications we regulate:
(a)
give a reliable indication of knowledge, skills and understanding; and
(b)
indicate:
(i)
a consistent level of attainment (including over time) between comparable
regulated qualifications; and
(ii)
a consistent level of attainment (but not over time) between qualifications
we regulate and comparable qualifications (including those awarded
outside the UK) that we do not regulate.
We must therefore regulate so that qualifications properly differentiate between
students who have demonstrated that they have the knowledge, skills and
understanding required to attain the qualification and those who have not.
We also have a duty under the Apprenticeship, Skills, Children and Learning Act
2009 to have regard to the reasonable requirements of relevant students, including
those with special educational needs and disabilities, of employers and of the higher
education sector, and to aspects of government policy when so directed by the
Secretary of State.
As a public body, we are subject to the public sector equality duty.28 This duty
requires us to have due regard to the need to:
(a)
eliminate discrimination, harassment, victimisation and any other conduct that
is prohibited under the Equality Act 2010;
(b)
advance equality of opportunity between persons who share a relevant
protected characteristic and persons who do not share it;
(c)
foster good relations between persons who share a relevant protected
characteristic and persons who do not share it.
The exam boards that design, deliver and award AS and A level qualifications are
required by the Equality Act, among other things, to make reasonable adjustments
for disabled people taking their qualifications, except where we have specified that
such adjustments should not be made.
28
Equality Act 2010, section 149.
Ofqual 2015
69
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
When we decide whether such adjustments should not be made, we must have
regard to:
(a)
the need to minimise the extent to which disabled persons are disadvantaged in
attaining the qualification because of their disabilities;
(b)
the need to secure that the qualification gives a reliable indication of the
knowledge, skills and understanding of a person upon whom it is conferred;
(c)
the need to maintain public confidence in the qualification.
Legislation therefore sets out a framework within which we must operate. We are
subject to a number of duties and we must aim to achieve a number of objectives.
These different duties and objectives can, from time to time, conflict with each other.
For example, if we regulate to secure that a qualification gives a reliable indication of
a student’s knowledge, skills and understanding, a student who has not been able to
demonstrate the required knowledge, skills and/or understanding will not be awarded
the qualification. A person may find it more difficult, or impossible, to demonstrate
the required knowledge, skills and/or understanding because they have a protected
characteristic. This could put them at a disadvantage relative to others who have
been awarded the qualification. It is not always possible for us to regulate so that we
can both secure that qualifications give a reliable indication of knowledge, skills and
understanding and advance equality between people who share a protected
characteristic and those who do not. We must review all the available evidence and
actively consider all the available options before coming to a final, rational decision.
Qualifications cannot be used to mitigate inequalities or unfairness in the education
system or in society more widely than might affect, for example, students’
preparedness to take the qualification and the assessments within it. While a wide
range of factors can have an impact on a student’s ability to achieve a particular
mark in an assessment, our influence is limited to the way the qualification is
designed and assessed.
We require the exam boards to design qualifications to give a reliable indication of
the knowledge, skills and understanding of those on whom they are conferred. We
also require the exam boards to avoid, where possible, features of a qualification that
could, without justification, make a qualification more difficult for a student to achieve
because they have a particular protected characteristic. We require exam boards to
monitor whether any features of their qualifications have this effect.
In setting the overall framework within which exam boards will design, assess and
award the reformed GCSE, A level and AS qualifications, we want to understand the
possible impacts of the proposals on persons who share a protected characteristic.
Ofqual 2015
70
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
The protected characteristics under the Equality Act 2010 are:

age;

disability;

gender reassignment;

marriage and civil partnerships;

pregnancy and maternity;

race;

religion or belief;

sex;

sexual orientation.
It should be noted that with respect to the public sector equality duty under section
149 of the 2010 Act, we are not required to have due regard to impacts on those who
are married or in a civil partnership.
Ofqual 2015
71
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Responding to the consultation
Your details
To evaluate responses properly, we need to know who is responding to the
consultation and in what capacity. We will therefore only consider your response if
you complete the following information section.
We will publish our evaluation of responses. Please note that we may publish all or
part of your response unless you tell us (in your answer to the confidentiality
question) that you want us to treat your response as confidential. If you tell us you
wish your response to be treated as confidential, we will not include your details in
any published list of respondents, although we may quote from your response
anonymously.
Please answer all questions marked with a star*
Name*
Position*
Organisation name (if applicable)*
Address
Email
Telephone
Ofqual 2015
72
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Would you like us to treat your response as confidential?*
If you answer yes, we will not include your details in any list of people or
organisations that responded to the consultation.
( ) Yes ( ) No
Is this a personal response or an official response on behalf of your
organisation?*
( ) Personal response (please answer the question ‘If you ticked “Personal
response”…’)
( ) Official response (please answer the question ‘If you ticked “Official response”…’)
If you ticked “Personal response”, which of the following are you?
( ) Student
( ) Parent or carer
( ) Teacher (but responding in a personal capacity)
( ) Other, including general public (please state below)
___________________________________
If you ticked “Official response”, please respond accordingly:
Type of responding organisation*
( ) Awarding organisation
( ) Local authority
( ) School or college (please answer the question below)
( ) Academy chain
( ) Private training provider
( ) University or other higher education institution
( ) Employer
( ) Other representative or interest group (please answer the question below)
Ofqual 2015
73
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
School or college type
( ) Comprehensive or non-selective academy
( ) State selective or selective academy
( ) Independent
( ) Special school
( ) Further education college
( ) Sixth form college
( ) Other (please state below)
___________________________________
Type of representative group or interest group
( ) Group of awarding organisations
( ) Union
( ) Employer or business representative group
( ) Subject association or learned society
( ) Equality organisation or group
( ) School, college or teacher representative group
( ) Other (please state below)
___________________________________
Nation*
( ) England
( ) Wales
( ) Northern Ireland
( ) Scotland
( ) Other EU country: _____________________
( ) Non-EU country: ______________________
Ofqual 2015
74
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
How did you find out about this consultation?
( ) Our newsletter or another one of our communications
( ) Our website
( ) Internet search
( ) Other
___________________________________
May we contact you for further information?
( ) Yes ( ) No
Ofqual 2015
75
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Questions
Question 1: To what extent do you agree or disagree that – for each of GCSE
design and technology, GCSE engineering and AS and A level design and
technology – we should introduce a Condition which requires exam boards to
comply with the relevant subject content and assessment objectives??
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 2: To what extent do you agree or disagree with our proposed
approach to interpreting the subject content requirements for equations in
GCSE engineering?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
76
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 3: To what extent do you agree or disagree that – for each of GCSE
design and technology, GCSE engineering and AS and A level design and
technology – we should introduce guidance which clarifies how exam boards
should interpret our assessment objectives?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 4: To what extent do you agree or disagree that we should introduce
rules for exam assessment to ensure exam boards take a consistent approach
to assessing mathematical skills in GCSE engineering?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
77
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 5: To what extent do you agree or disagree that we should introduce
rules for exam assessment to ensure exam boards take a consistent approach
to assessing mathematical and scientific skills in GCSE, AS and A level design
and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 6: To what extent do you agree or disagree with our proposed
approach to assessing mathematical skills (including our approach to the 15
per cent minimum weighting) for GCSE engineering?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
78
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 7: To what extent do you agree or disagree with our proposed
approach to assessing mathematical skills (including the proposed 10 per cent
minimum weighting) for GCSE design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 8: To what extent do you agree or disagree with our proposed
approach to assessing mathematical skills (including the proposed minimum
weightings) for AS and A level design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
79
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 9: To what extent do you agree or disagree with our proposed
approach to assessing scientific knowledge, skills and understanding in
GCSE, AS and A level design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 10: To what extent do you agree or disagree that – for each of GCSE
design and technology, GCSE engineering and AS and A level design and
technology – we should introduce a Condition which permits non-exam
assessment, specifies the proportion of exam- and non-exam assessment, and
allows us to set more detailed rules and guidance on non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
80
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 11: To what extent do you agree or disagree with our proposed
approach to allocating non-exam assessment marks to assessment objectives
in GCSE engineering?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 12: To what extent do you agree or disagree with our proposed
approach to setting the brief(s) for non-exam assessment in GCSE
engineering?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
81
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 13: To what extent do you agree or disagree with our proposal that
the briefs for non-exam assessment in GCSE engineering should be released
no earlier than 1 June in the year before the qualification is to be awarded?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 14: To what extent do you agree or disagree with our proposed
approach to allocating non-exam assessment marks to assessment objectives
in GCSE design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
82
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 15: To what extent do you agree or disagree with our proposal that
the contextual challenges for non-exam assessment in GCSE design and
technology should be released no earlier than 1 June in the year before the
qualification is to be awarded?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 16: To what extent do you agree or disagree with our proposed
approach to allocating non-exam assessment marks to assessment objectives
in AS and A level design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
83
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 17: To what extent do you agree or disagree with our proposed
approach to authenticating non-exam assessment in GCSE engineering and
GCSE, AS and A level design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Question 18: To what extent do you agree or disagree with our proposed
approach to marking of non-exam assessment in GCSE engineering, and
GCSE, AS and A level design and technology?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please explain your reasons:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Ofqual 2015
84
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 19: Do you have any comments on our proposed Conditions and
requirements for GCSE engineering?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 20: Do you have any comments on our proposed guidance for GCSE
engineering?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 21: Do you have any comments on our proposed Conditions and
requirements for GCSE design and technology?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 22: Do you have any comments on our proposed guidance for GCSE
design and technology?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Ofqual 2015
85
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Question 23: Do you have any comments on our proposed Conditions and
requirements for AS and A level design and technology?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 24: Do you have any comments on our proposed guidance for AS
and A level design and technology?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 25: We have not identified any ways in which our proposals for
GCSE engineering, and for GCSE, AS and A level design and technology
would impact (positively or negatively) on persons who share a protected
characteristic.29 Are there any potential impacts we have not identified?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 26: Are there any additional steps we could take to mitigate any
negative impact resulting from these proposals on persons who share a
protected characteristic?
‘Protected characteristic’ is defined in the Equality Act 2010. Here, it means disability, racial group,
age, religion or belief, pregnancy or maternity, sex, sexual orientation and gender reassignment.
29
Ofqual 2015
86
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Question 27: Do you have any other comments on the impacts of the
proposals on students who share a protected characteristic?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Ofqual 2015
87
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Accessibility of our consultations
We are looking at how we provide accessible versions of our consultations and
would appreciate it if you could spare a few moments to answer the following
questions. Your answers to these questions will not be considered as part of the
consultation and will not be released to any third parties.
We want to write clearly, directly and put the reader first. Overall, do you think
we have got this right in this consultation?
( ) Yes ( ) No
Do you have any comments or suggestions about the style of writing?
( ) Yes ( ) No
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Do you have any special requirements to enable you to read our
consultations? (for example, screen reader, large text, and so on)
( ) Yes ( ) No
Which of the following do you currently use to access our consultation
documents? (select all that apply)
( ) Screen reader / text-to-speech software
( ) Braille reader
( ) Screen magnifier
( ) Speech-to-text software
( ) Motor assistance (blow-suck tube, mouth stick, and so on)
( ) Other …………………………………………………………………..…………......
Ofqual 2015
88
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
Which of the following document formats would meet your needs for
accessing our consultations? (select all that apply)
( ) A standard PDF
( ) Accessible web pages
( ) Large-type PDF (16 point text)
( ) Large-type Word document (16 point text)
( ) eBook (Kindle, iBooks, or similar format)
( ) Braille document
( ) Spoken document
( ) Other …………………………………………………………………..…………......
How many of our consultations have you read in the last 12 months?
()1
()2
()3
()4
()5
( ) More than 5
Ofqual 2015
89
GCSE Engineering, GCSE, AS and A level Design and Technology – Consultation
on Conditions and guidance
We wish to make our publications widely accessible. Please contact us at
[email protected] if you have any specific accessibility requirements.
© Crown copyright 2015
This publication is licensed under the terms of the Open Government Licence v3.0
except where otherwise stated. To view this licence, visit
http://nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the
Information Policy Team, The National Archives, Kew, London TW9 4DU, or email:
[email protected].
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
This publication is available at www.gov.uk/ofqual.
Any enquiries regarding this publication should be sent to us at:
Office of Qualifications and Examinations Regulation
Spring Place
Coventry Business Park
Herald Avenue
Coventry CV5 6UB
Telephone 0300 303 3344
Textphone 0300 303 3345
Helpline
0300 303 3346
2nd Floor
Glendinning House
6 Murray Street
Belfast BT1 6DN